recommendations from professional higher education, 2015 yerevan

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App_5_Yerevan_Recommendations.pdf
2015 General Assembly
Lisbon (Portugal), Wednesday 15 April 2015
RECOMMENDATIONS FROM PROFESSIONAL HIGHER EDUCATION,
2015 YEREVAN MINISTERIAL CONFERENCE
MAKING EUROPEAN HIGHER EDUCATION A KEY PLAYER IN THE DEVELOPMENT OF THE
FASTLY AND UNPREDICTABLY CHANGING SOCIETY
INTRODUCTION
Being the voice of professional higher education and a consultative member of the Bologna Follow-Up
Group, EURASHE presents in this positioning paper its policy prioritIes:
MAKING EUROPEAN PROFESSIONAL HIGHER EDUCATION A KEY PLAYER IN THE DEVELOPMENT
OF THE FASTLY AND UNPREDICTABLY CHANGING SOCIETY
to the Ministers of the European Higher Education Area (EHEA), on the occasion of the Ministerial
Conference and Bologna Policy Forum, held in Yerevan (Armenia) in May 2015.
EURASHE is the European Association of Institutions in Higher Education who offer professionallyorientated programmes and are engaged in applied and market-related research within the Bologna
cycles. We profess a broad interpretation of ‘teaching and learning’, including non-formal and informal
contexts, which is based on applied science and prepares graduates for a smooth transition to the
working life. This is not only a matter of teaching for a direct transition to the labour market, but
teaching for sustaining employability.
EURASHE holds the view that all institutions of professional higher education have a three-fold mission,
i.e. teaching, research and services to the community. Their scope and focus depend on the specific
profile and mission of the institution, and may have varying stresses and outputs. Professionallyorientated institutions and programmes with their close links to the world of work and regional
embedding, emphasise the key role of learning and share a broad interpretation of innovation and
research aiming at practical applications and product development.
As a stakeholders’ organisation, influential in 40 countries inside and outside the EHEA, EURASHE is
engaged in diverse fields: quality assurance, qualifications framework, lifelong learning, employability,
applied research, staff development and the social dimension of higher education.
EURASHE acknowledges that National Qualifications Frameworks enhance opportunities for access,
transfer and progression between cycles and within different European systems, based on transparent
and approved external and internal quality assurance.
The revision of the Standards and Guidelines for Quality Assurance in the European Higher Education
Area (ESG), a process in which EURASHE was actively involved, provide Bologna members with a
powerful instrument for the assessment of the quality of programmes and institutions, for the
recognition of learning and diplomas and for student and staff mobility in general.
In the last two years EURASHE focused on the mission of professional higher education. Defining a clear
vision of professional higher education and its strategic consequences on the level of governance,
education, research and regional embedding. Professional higher education has the ambition to be
highly relevant for sustainable employability, product innovation and societal change in general.
page 1 of 9
SUPPORTING PROFESSIONAL
HIGHER EDUCATION IN EUROPE
I. BACKGROUND AND CONTEXT
During the 1990s fundamental world-wide changes occurred following the rise of international markets,
communication and information technology in the 1980s. These can be summarised in terms of the
globalisation, individualisation, digitalisation and cross-media boom. The economic and financial crisis of
the 2000s has not only deepened and hastened these world-wide changes
The new decade is characterised by serious budget cuts in all of the European countries and by
consequence in the funding of higher education. At the same time society is tackling new challenges:
unemployment, growing nationalism and extremism, new tensions between the East and the West.
Consequently, higher-education institutions are experiencing the need to reformulate their institutional
missions and strategies.
‘Bologna’, and the education reforms promoted by the European Union have contributed to formulating
answers to these new international challenges. Yet, they have been implemented mostly in diverse
national structures, instead of really reshaping structures and processes in the wide range of highereducation institutions. The EHEA, structurally, is becoming a multi-stranded international entity; but as
yet, it is not felt to be at the heart of higher education.
Though, the Bologna Process is often perceived as ‘mission accomplished’, still many issues are to be
solved at national and international level. A new momentum for the Bologna Process is needed.
As said, the current economic climate and social developments induce particular governments to
proceed with budget cuts in (higher) education and research, which have consequences for highereducation institutions’ management, programmes and curricula. Several national authorities are looking
for new models of funding to enabling higher education to be more performant and more efficient. The
level of funding between countries is highly different. As a public responsibility, the funding of higher
education by national authorities is crucial in tackling the international economic competition and the
battle for talent.
A large group of learners do not seem to benefit (in terms of access, progress and graduation)
according to their capacities from the present mainly linear structure of programmes and courses.
Often the lack of flexibility in many legal provisions makes it impossible to react to groups of ethnic
minorities or disabled students. Most of the time no specific funding is foreseen.
In the last decade the educational landscape has drastically changed: the paradigm shift from inputbased to output-based education (competence-based, learning outcomes), the change from a one-tomany to a many-to-many way of learning which was the result of the implementation of distance
learning in higher education, the appearance of new education providers through the Internet and last
but not least the availability of the Internet, cross-media and the development of massive open online
courses (MOOCs) created a totally new educational landscape and a huge change in the way of learning
and in the learners’ profile.
For all these changes institutions need a new staff member profile. Human resources-policies in higher
education are looking for new pathways to be able to confront the needs of learners, business, civil
society and local communities.
Within this kaleidoscope EURASHE is ready to formulate its policy priorities to the Ministers of the EHEA,
on the occasion of the Ministerial Conference and Bologna Policy Forum, held in Yerevan (Armenia) in
May 2015.
EURASHE considers these priorities as key success factors for professional higher education being a
key player in the development of the new society. A society in which sustainability, economic welfare
and all the values of the Bologna Process can go hand in hand.
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II. RESPONSE FROM PROFESSIONAL HIGHER EDUCATION TO IDENFIED CHALLENGES FOR SOCIETY &
HIGHER EDUCATION
For this Ministerial gathering, we reaffirm our commitments on behalf of the diverse institutions
providing professional higher education we represent. We are doing so fully aware of the challenges the
institutions and programmes are facing in a period of economic and financial downturn. At the same
time we maintain our firm belief in a process of restructuring of higher education which has already
shown its effects, and has made steady transparent progress, though not everywhere at the same pace
and neither in all fields of undergraduate and graduate education.
We believe that robust and systemic investment in (higher) education and learning is a key response not
only to the current economic climate but also to long-term challenges which our societies face.
This paper focuses on the next stage, namely the realisation of the operational objectives, and what this
requires from decision-makers at the next Ministerial Conference of the EHEA, taking place in Yerevan in
2015.
Policy Recommendations:
A. The growing Relevance of Professional Higher Education
‘Following two years of intensive research on the harmonisation of approaches to professional
higher education in Europe, EURASHE is stressing the growing relevance of institutions of
professional higher education in Europe.
Indeed research conducted in 15 countries in Europe shows that professional higher education is a
form of higher education that offers a particularly intense integration with the world of work in
all its aspects, including teaching, learning, research and governance, and at all levels of the
overarching qualifications framework of the EHEA.’
We urge Ministers:
1.
To allow for the development of professional higher education at all levels of the Bologna cycles
in all EHEA-countries;
2. To remove all obstacles for institutions Higher- education – world of work cooperation and to
create a powerful legal basis for improving the collaboration at all levels between higher
education and the world of work;
3. To be partner in the enhancement of employability and the competence level in their
population through the development of an effective policy on the recognition of learning and on
the approach to the lifelong learning provision.
In this context EURASHE commits itself:
1. To provide policy-makers with validated concepts and methodologies on the development
of professional higher education, cooperation with the world of work and the employability
of graduates;
page 3 of 9
2. To support institutions of professional higher education through networking and best
practices in focussing their collaboration with the world of work and on the employability of
graduates;
3. To develop a set of indicators for the quality and excellence of professional higher education
in relevant fields.
B. The Implementation of the revised ESG
Quality is one of the striving forces in higher education. Institutions of higher education consider
excellence at different levels and fields as one of their main priorities at grass root level.
In EURASHE’s view quality management is a strategic tool and is based on a vision on quality,
implement it and monitor or re-evaluate institutional outcomes in education, research and
service to society.
Quality management is the basic instrument to create transparency towards stakeholders and
society in general. Students are at different moments, users and co-creators of their study
programme and learning activities.
In a professional higher education-context quality is based on student-centred learning and is
considered as outcome-based. Students are involved in a study programme focused on
problem-solving in complex cases of the world of work. Learning and knowledge generation are
organised through relevant theoretical schemes and practice. Learning by acting, supported by
relevant applicable theory and involving students in market-based research, is the strongest
basis for graduates in an ever changing society. In this view transiting to the labour market
needs special attention.
Student-centred learning also focuses on quality education for minority groups or disabled
students at different stages of the study programme.
The revised ESG proposed to the Ministers’ approval provide institutions with a modern format
for quality management in line with their profile and strategy. It allows institutions offering
professional higher education to work with standard and guidelines, congruent with their profile
orientated to the world of work and the development of sustainable employability of their
graduates.
We urge Ministers:
1. To adopt the revised ESG and consider the consequences in terms of relevant professional
higher education;
2. To implement the revised ESG in their respective countries, especially in terms of professional
higher education focused on outcome-based student-centred learning;
3. To give financial incentives to those institutions focused on a strong professional higher
education profile, on lifelong learning and on the inclusion of minority groups.
1. To disseminate actively the revised ESG among institutions offering professional higher
education;
page 4 of 9
2. To develop methodologies based on the revised ESG to support and develop the use of a quality
culture and quality management as strategic tools for institutional excellence;
3. To contribute to the transparency of professional higher education on the basis of the revised
ESG;
4. To report on the challenges in the implementation of the ESG and formulate recommendations
to Ministers in order to give the ESG added value in different fields of higher education;
5. To develop interfaces between different levels of the European/National Qualifications
Frameworks and higher vocational education and training on the basis of the revised ESG;
6. To develop methodologies to include student-centred learning in higher education on the basis
of the revised ESG.
C. Sustainable Employability and Lifelong Learning
Employability is more than finding a job, it has a transiting and a sustainable aspect.
Employability means that higher education and lifelong learning provide society with graduates
able to combine discipline-knowledge with problem-solving capacities in the broadest sense.
They are open-minded, and know how to deal with knowledge explosion and technical
developments. They are creative and innovative.
Employability is the basis for social participation as adults in society, it is built on the
development of capacities, a developed educational system, a focused labour market policy and
the involvement of the world of work and society in higher education.
In this perspective the recognition of any form of prior learning is a crucial factor in the
employability issue.
We urge Ministers:
1. To further develop a high quality system of higher education focused on the learning individual,
meeting the needs of the world of work and using the achieved learning outcomes for further
education and lifelong learning. Structures and regulations may not prevent people to learn,
progress and develop;
2. To take the necessary measures in the recognition of any form of prior learning. Crucial in this is
systematising the recognition mechanisms in higher education as its implementation varies
between fields and levels;
3. To stimulate all stakeholders to participate in the development of higher education and
learning: world of work, civil society and (local) authorities;
4. To develop a performant system of higher education focused on the enhancement of the
competence level of all learners. Guiding students in their development by higher education,
preventing drop-out and with great efficacy and the best return on investment possible.
1. To develop the concept of employability through research, implementation strategies and
methods and work on capacity building in institutions;
page 5 of 9
2. To develop and promote modes of educational provision adapting educational structures and
programmes to the learner through networking, dialogue, projects in which all stakeholders of
higher education are involved;
3. To support institutions in the development of educational staff dealing with the challenge of
employability of graduates. Involve staff in the collaboration with the world of work or directly
in the world of work giving them the experience of what problem-solving and innovation means
in a real work setting;
4. To support methods of work-based learning and authentic learning situations in which learners
are active partners and not education consumers;
5. To take the lead in the EHEA in the development of concepts, formats and methodologies in the
field of the recognition of prior learning if necessary support is provided.
D. Open Mobility and Recognition
Recognition is high on the agenda of the EHEA. It is one of the crucial conditions for mobility of
individuals and knowledge in Europe. It can offer the opportunity to close the skills mismatch in
a number of regions. It is also the basis for the enhancement of the competence level all over
Europe. It is the key for success in lifelong learning.
For many reasons the recognition agenda is also one of the most difficult issues in the
development of a real open EHEA.
Although the Lisbon Recognition Convention provided the EHEA with the appropriate
framework for a recognition policy, the recognition of degrees and of prior learning is still an
issue, even at bilateral or regional level in Europe.
The sense of urgency in this field is more than ever present.
We urge Ministers:
1. To put the recognition of degrees and of prior learning high on the agenda of the Bologna
Process in the coming period;
2. To take legislative initiatives for the automatic recognition of degrees based on transparency
created by the implementation of all the Bologna tools;
3. To take legislative initiatives to ensure the recognition of prior formal and non-formal learning.
4. We urge the Ministers to accept new ECTS Users' Guide that has been revised to strengthen the
"meaningful implementation of learning outcomes"in the EHEA The revised ECTS Users' Guide
was developed following the request from Bologna Ministers in Bucharest in 2012.
1. To take the lead in the development of recommendations on the recognition of prior learning at
EHEA- level, on condition of appropriate funding;
2. To support all developments for the automatic recognition of degrees
3. To work on inter-sectorial interfaces for the recognition of prior learning in higher education;
4. To support institutions in the implementation of policies and methodologies for the recognition of
prior learning.
page 6 of 9
E. New Media
Anywhere-Anytime learning is developing very fast as a consequence of the new electronic layer
covering society and the accessibility to the Internet and all electronic devices.
The upcoming generation can be considered as electronic natives for whom access to the virtual
world and social media is part of daily life, a confrontation with the exponential growth of
information and knowledge, a reality of competing stimuli or sometimes chaos.
In this reality higher education is drastically and structurally changing, learning itself is changing.
It has become more a process of knowledge generation and knowledge construction based on
theoretical frameworks as instruments for critical selection and evaluation of information and
knowledge. Education is looking for a new positioning, not only in the development of new
provisions but also in finding new teaching practices and in how to deal with the overwhelming
stream of information. As a consequence of this evolution a number of new (private) providers
and global providers appear on the higher education scene (some with blended learning, some
with distance learning, some with MOOCs).
In professional higher education focused on outcome-based education in which the translation
of theory in practical application, complex problem-solving in real life situations, market-based
research and practical training are part of the profile and the core business of programmes and
institutions, the use of new forms of electronic learning and communication needs special
attention.
A number of learning outcomes cannot be achieved by electronic media while a number of
other learning outcomes can be better achieved by electronic means.
Transparency, learning outcomes, accreditation, peer learning and support, social inclusion,
cross-border education are just a few of the issues to be clarified and defined. The Bologna tools
in a new context.
We urge Ministers:
1. To support higher education institutions to acquire and implement an ICT-infrastructure for
the use new media in education and research policy and development;
2. To provide professional higher education incentives to acquire relevant educational
software and to access relevant scientific databases;
3. To support institutions offering professional higher education in the development of a
competence-based human resources-policy for staff working in the new educational
environment;
4. To develop a policy on quality management, certification and recognition for online
providers of professional higher education.
1. To review the consequences of the development of new media and formulate appropriate
recommendations concerning the different tools of the Bologna Process;
2. To develop an evidence-based educational model for professional higher education in the
new teaching and learning context;
3. To define the criteria for excellence in teaching in professional higher education in the new
learning context.
page 7 of 9
F. Research, Development and Innovation (RDI)
Development and innovation is an integrated part of a sustainable professional higher education in
which the RDI agenda is informed by the world of work in order to meet the needs of society and of the
world of work.
Researchers seek input from stakeholders requests, collaboration and contributions. The RDI-process
respects the nature of these inputs and can include various types of research activities and scholarship.
RDI-outcomes aim to be relevant to the world of work and society. In addition to traditional outputs,
outputs are solution-orientated for the world of work and society.
The specific approach of professional higher education in RDI, and the involvement of students in it,
contribute to the employability and the learn-to-learn capacity of graduates.
The RDI-approach in professional higher education can be considered as one of the major factors in the
social and economic development of SMEs, companies and society.
We urge Ministers:
1. To recognise research, development and innovation in professional higher education as an
integral part of its profiled educational process, its relevance for the world of work, product
innovation and society in general.
2. To give professional higher education a structural access to funding for its research,
development and innovation activities;
3. To develop a set of research outcome indicators in line with the research, development and
innovation paradigms used in professional higher education.
1. To develop models of collaboration with the world of work in the research, development
and innovation and to support institutions implementing the professional higher education
approach;
2. To focus on innovation capacity in institutional development;
3. To develop a methodology for staff development and talent management orientated to
innovative capacity;
4. To define research and innovation competences as developed in professional higher
education, critical to the development of employability and entrepreneurship in graduates.
page 8 of 9
5.
III. CONCLUSIONS
Europe is facing historical challenges.
Beside the difficult economical climate, Europe is confronted with the strong economic development of
other regions in the world.
The global economic competitive context changed in 20 years-time as never before.
The only way to tackle these challenges is by promoting human capital, developing the knowledge
society, and striving for innovation, responsibility and entrepreneurship.
The role and the involvement of higher education in this ongoing process is critical for the development
of economies and societies.
Institutions of higher education face these developments in a context of budget cuts and a battle for
talent.
Changes in the composition of the learner populations in culture, age, gender, and the strategic
objective to raise the participation and graduation rates to a much higher percentage makes the
operating context for institutions and especially for staff members completely different.
The strong resurgence of nationalism and extremism can be faced with the basis European values of
diversity, solidarity and tolerance. Higher education is a place for debate and the development of
democratic attitudes, functioning and dignity. It is the place par excellence to foster humanism that is
the basis for a society based on trust and responsibility.
The virtual world is a new layer over society. Due to the new means of communication, knowledge
production and dissemination, disclosure of data, learning has become different, research and
innovation go faster than ever.
Complex and unpredictable changes create the need for transversal competences in graduates more
than ever necessary.
With this new world-perspective, higher education and the EHEA needs a new momentum. Professional
higher education is ready to take its responsibility in the making of this new society.
Joined efforts between authorities, the world of work and the institutions offering professional higher
education can help us cope with all these challenges.
In line with Darwin we can state that the most adaptive will survive in this new context.
page 9 of 9

recommendations from professional higher education, 2015 yerevan

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